Creating customized multimedia learning materials to enhance learning.
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The importance of instructional videos
To address learner preferences and complex topics, it is often helpful to present content in a variety of ways. Instructional videos are an alternative way to present information and are encouraged for all delivery modes, not just online learning. Video provides ways for students to review content, revisit difficult topics, and allow for more active learning to occur with the instructor. Further, enhancing your course with instructor-led videos provides an opportunity to convey material through both auditory and visual channels, creating a multisensory learning environment.
Instructional video best practices
Creating and editing instructional videos does require some technological and editing skills. However, the following information will help support you with your video development.
These suggestions will help you design instructional videos that will guide and support your students.
Keep videos brief and focused on learning outcomes
Maintain instructor presence
Use audio and visual elements to convey appropriate parts of an explanation
Use signaling to highlight important ideas or concepts
Use a conversational, enthusiastic style to enhance engagement
Embed videos in a context of active learning by using guiding questions, quiz questions, or associated homework assignments
UB has specific branding and imaging standards. Before creating your slides or visuals, review these templates and guidelines to ensure your text and video graphics adhere to these standards.
Overview of the importance of video quality and strategies to do so.
Using materials found on the internet without permission opens the possibility of copyright infringement. Assume that everything is copyright protected unless otherwise stated. If in doubt, seek permission from the original author, advice from a copyright expert or look for legal use clauses from the original source.
Panopto is the UB supported instructional video tool that allows you to record, edit and publish audio and video content directly from your computer or mobile device. Panopto has additional features such as embedded questions, closed captioning and integration into UB Learns.
Once you have recorded your instructional video, the next step is to ensure that it is accessible for all students. This can be done by adding captions and/or downloading a transcript. If using automated captions, review them for accuracy.
There is only so much information that we can process at a given time. Accordingly, there are certain techniques that you can employ as you create your videos to engage your students without overwhelming them. Short, clear, succinct videos are best due to our brain’s cognitive constraints. Additionally, chunk content into easily digestible pieces that will not cognitively overload your students.
Technical considerations are another element to consider. It is necessary to review the quality, vocal clarity and background noise as anyone of these can interfere with the effectiveness of the video.
Fiorella, L., Stull, A., Kuhlmann, S., & Mayer, R. (2019). Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility. Journal of Educational Psychology, 111(7), 1162–1171. https://doi.org/10.1037/edu0000325
Geri, N., Winer, A., & Zaks, B. (2017). Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners? Online Journal of Applied Knowledge Management, 5(1), 101-111.
Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM.
Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014, March). Understanding in-video dropouts and interaction peaks in online lecture videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 31-40). ACM.
Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139). Academic Press.
Mayer R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. Cognition and Instruction 19, 177-213.
Scagnoli, N., Choo, J., & Tian, J. (2019). Students’ insights on the use of video lectures in online classes: Students’ insights on video lectures. British Journal of Educational Technology, 50(1), 399–414. https://doi.org/10.1111/bjet.12572.